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Between the modelling and the engineering of learning: preservice teachers’ performance in course essays
Stockholm University, Faculty of Social Sciences, Department of Education.
2019 (English)In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326Article in journal (Refereed) Epub ahead of print
Abstract [en]

The aim of this study is to explore Swedish preservice teachers’ performance in coursework essays about their observations and analyses of teaching situations. A total of 38 essays were analysed using practical inferences in which the students’ written utterances were interpreted as a means to an end. The results show that, in addition to the students who conducted their analyses in accordance with the normative way of understanding the task, there were students who engaged in ‘alternative performance’. This was done by negotiating the content of the course and explaining the observed actions of teachers in terms of the course’s theoretical perspectives. The results also indicate that, in addition to an analytical interest in understanding and explaining learning, the very engineering of learning becomes a prominent concern in students’ essays. It is argued that students who do not distinguish between these approaches face problems related to reductive and circular reasoning. To address these problems, it is suggested that educators mobilise students’ critical thinking and self-reflection, which may involve exceeding the administrative boundaries that frame single courses and unveiling the very foundations of teacher education.

Place, publisher, year, edition, pages
2019.
Keywords [en]
Approaches to learning, essay writing, academic performance, teacher education, preservice education
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:su:diva-167259DOI: 10.1080/0309877X.2019.1600665OAI: oai:DiVA.org:su-167259DiVA, id: diva2:1298418
Available from: 2019-03-22 Created: 2019-03-22 Last updated: 2019-10-23

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  • apa
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